purpose of session

Using the NSS to enhance teaching quality22nd June 2011

Dr Alex Buckley

The Higher Education Academy

Purpose of session

An overview of how institutions and departments use the NSS for the enhancement of learning and teaching.

The route from the data to the enhancement

1. Exploring results2. Student engagement3. Enhancement activities

Background

Enhancement was not an original aim of the NSS

i. Student choice

ii. Quality assurance

iii. (Enhancement)

The HEA’s role:

Helping institutions, faculties and departments realise the enhancement potential of the NSS

The “Key Information Set” (KIS)

• Course information for prospective students, to be available on institution websites from September 2012

• 8 questions from the NSS:– Teaching (explaining things, making things interesting)– Feedback (promptness, helping to clarify understanding)– Advice and support– Resources (library and IT)– Overall satisfaction

4

French Studies, Q22 (average question response = 51)

5

1. Exploring results

NSS results are indicative, not conclusive; they provide a starting-point for further investigation, not an end-point

a) Appropriate benchmarking

b) Triangulation with internal surveys

c) Use of the qualitative data

1. Exploring results: a) Appropriate benchmarking

• Differences between universities: small but highly reliable

• Differences between courses: larger but often unreliable

• Differences between disciplines: stable and reliable and large - “the largest single effect”

“When benchmarking we either have to look at institutions that are teaching similar students, similar subjects in similar ways...or be very aware of the differences”

(Sheffield Hallam)

1. Exploring results: a) Appropriate benchmarking

“Administrators within a given university typically compare NSS ratings in different course areas within their university as one basis of evaluating which academic units are relatively stronger or weaker. However...there are systematic differences between disciplines averaged across all universities”

Marsh and Cheng (2010)

1. Exploring results: b) Triangulation with other data

NSS data needs contextualisation

‘Internal’ surveys can be:– Detailed– Flexible– Targeted

Using NSS questions in internal surveys– Care that the NSS doesn’t replace internal surveys

1. Exploring results: c) Free-text data

Quantitative data can tell you what the issues might be, free-text data can help you to deal with them

Insights from analysis of the qualitative data:– Value for money– Impact of individual teachers– Complex issues

• trust in tutors

• feeling cared for

• sense of belonging

1. Exploring results: c) Free-text data

Widespread feeling that the use of the free-text comments improve dialogue about the NSS:

– Prompts strong feelings in staff– Improves engagement with quantitative data– Helps with dialogue between staff and students– Can help promote a positive enhancement

approach

2. Student engagement

NSS has the potential to promote a passive consumerist attitude

However, many people have had success in using the NSS to develop partnerships with students

“Developing a shared understanding of the issues”

(Bishop Grosseteste)

a) Partnerships

b) Student Unions

c) Closing the feedback loop

2. Student engagement: a) Partnerships

Examples of using the NSS to promote student/staff partnerships:– Student rep system

– Focus groups

– Use of staff surveys

– Student presentations at institutional learning and teaching events

– “Mutual expectations” document

– Jointly produced “10 steps of effective feedback” guide

2. Student engagement: b) Student Unions

The power of working with Student Unions:

– SUs can help inform student reps about the NSS– SUs are motivated to use the NSS– SUs and faculties/departments can work together

to make changes

2. Student engagement: c) Closing the feedback loop

Providing information about changes that have taken place in response to NSS data

– “You Said, We Did...”– “Like It...”– “You Said, We Listened” / “We Hear You”– “You Said, We Didn’t (Because...)”

3. Enhancement activities

These are very specific to context, but some examples:– Sharing of good practice between departments– Guides to help students make the most of feedback– Paying more attention to teaching in recruitment process– Introducing more formative assessment, with shorter turn-

around– Text messaging system for class cancellations– Use of dictaphones to provide richer essay feedback– Providing clear expectations for feedback timing and

quantity

3. Enhancement activities

Beyond the specific changes and activities that result...

The NSS has the power to start conversations about learning and teaching enhancement

It can “accelerate the learning and teaching agenda” (Sheffield)

Conclusion

The NSS is largely a crude measure of the student experience, but it is:

– A good starting point for investigation

– A good starting point for staff/student partnerships

– A good starting point for conversations about

learning and teaching enhancement

Resources

HEA webpage with NSS resources:– Programmes and presentations from HEA NSS events– Directory of institutional NSS activities– Annotated bibliography (including links to the case studies

on which this presentation was based)

http://evidencenet.pbworks.com/w/page/26999870/The-National-Student-Survey

Dr Alex Buckleyalex.buckley@heacademy.ac.uk

nss@heacademy.ac.uk